Introduction
Theoretical background
Developing pre-service teachers’ technology integration knowledge and skills
Praxeological approach
Purpose of the research
Method
Participants and context of the study
The starting point of the course design process
Data collection process
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Synchronous lectures were recorded as videos via a learning management system every week (Nvideo = 30).
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The first week of the semester, online interactive slides (Poll Everywhere) were used to collect pre-service ECE teachers’ opinions about course design anonymously.
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Students’ works included two main elements as portfolio and project. Firstly, the digital materials and reports individually developed by pre-service ECE teachers were compiled as a portfolio with a self-assessment report (Nportfolio = 52) and collected at the eight-week of the course. Secondly, the final project following the instructional design steps was developed individually or in groups of two (Nproject = 35) and gathered at twelve-week of the course.
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E-mails of the pre-service ECE teachers between the lecturer/advisor of the course also followed during the semester to comprehend the off-line activities.
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The researcher’s field notes were composed regarding the teaching/learning process in the course every week.
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End of the semester, an Online Course Evaluation Form was designed via Google Forms to obtain anonymously pre-service ECE teachers' opinions and suggestions about course content, teaching method, learning environment, and also demographics (Nform = 37).
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A Semi-structured Interview Form (Additional file 2) consisting of 6 questions was designed to conduct interviews via Zoom online meeting platform about the learning experiences of the pre-service teachers 3–4 weeks after the course-end (Ninterview = 7).
Data analysis
Findings
Initial challenges: what are the pre-service teachers' perceptions about technology in ECE at the beginning of the instructional technologies course?
As a student, to participate effectively in the lesson and do the assigned tasks. As a teacher, to share your knowledge and experience with us in the most instructive way, to support problems quickly. (Anonymous, from interactive slides)
I consider myself very inadequate about technology. Frankly, I was wondering about what to do. I was anxious ... I thought I would be unsuccessful. (P-3, from interview)
I faced difficulties at some points due to the inability to adapt. I was not familiar with the common technologies. It was so hard for me. (P-7, from interview)
We live in the technology age. We should not be left behind, and use technology effectively. But we did not know how to reach the kids over technology, indeed. (P-1, from interview)
Learning process: how is the instructional design for the instructional technologies course that the pre-service teachers put forward collectively based on their perceptions?
Learning process: how do the pre-service teachers' perceptions about technology in ECE change during the instructional technologies course?
It was very good for us that our teacher shared this process with us, got our opinions, gave us feedback, evaluated our suggestions. It was quite good for us to have a collaborative interaction. (P-7, from interview)
The mentor [break-out room lead] was running the group. We were asking her/him, when we could not do some tasks, for example, “I couldn't do step 3 [in the task list]. How did you do?”. She/he showed us via screen-sharing how to do it. When the mentor was not able to do the task, she/he gave the screen-sharing to the one who did it. (P-1, from interview)
I was encouraged as I completed the project. I had been one who was unable. However, towards the end of the semester, I started helping my friends, giving ideas and feedback. Although I am incredibly prejudiced, I can say that practicing made me free from all my prejudices. (P-5, from interview)For me, the first two weeks and after were very important. As I accomplished things, I no longer fear the next application given by our teacher. (P-3, from interview)
Learning outcomes: how do pre-service teachers consider praxeological learning experience in instructional technologies course at the end of the semester?
Before, technology integration in education was not necessary. I see it as a must now. (a self-evaluation statement, from a portfolio)... production gave me a sense of pleasure, frankly... I think of everything as technology-oriented at the moment. Of course, if the facilities in the school are sufficient, I will definitely use technology, it (the course) has been very useful. (P-6, from interview)My first view of the course was that I started with bias. I ended this process with curiosity and perseverance. Now, I have an idea about how necessary technology is and how important it is in my future career. (anonymous, from online course evaluation form)I think that all prejudices against technological applications have been destroyed within the scope of this course thanks to the teacher's attitude. Even if I have difficulties in the first stages, I think this difficulty makes learning more permanent. (anonymous, from online course evaluation form)
I started doing things in ten minutes that used to take two hours, and I really want to use in the future most of the apps I used. (P-2, from interview)While I was a beginner, I think I have mastered many things now. And at the same time, I had the opportunity to send the applications I made during the lesson to my friends' children. I had the opportunity to share the things I produced due to the pandemic. I started using those programs to do something new. In the family education class, I prepared family participation posters and invitation cards... (P-5, from interview)
I liked every step of the lesson very much. I am sorry that this lesson is over now. You [instructor] helped me a lot, especially with building self-confidence. Now I say that I can learn everything if I want. (anonymous, from online course evaluation form)Do not avoid learning applications. Knowing is freedom. When you need to do something in an application, the pleasure of doing it yourself without help cannot be described. Time will pass and maybe the applications we use now will get old. Do not neglect to follow the innovations, learn and try. (a suggestion herself in the future, from a final project self-assessment report)I really had a hard time choosing a suitable outcome for myself and designing a suitable material for the outcome. Although I had difficulty in the selection part, I think that I did not have that much difficulty while designing the materials. (a statement, from a final project self-assessment report)